LD MEANS L earns D ifferently

“Of all children with disabilities in this country, more than half (59.8%) have a learning disability”. PALS Participation & Activity Limitation Survey

Average to Above Average Intelligence Difficulties with: -writing -spelling -reading -math -organization Brain processes information differently (Ability to think is not affected) Ranges from mild to severe Common 1 in 10 Hereditary INVISIBLE DISABILITY May utilize different methods and/or equipment to complete tasks with efficiency. You learn to negotiate your learning disability. Tested on our weaknesses Lifelong Great Abilities

Prince Harry Dr. McDreamy Sting Harry Potter Daniel Radcliff Alyssa Milano Robert Munsch Vince Vaughn Jewel Examples of people WITH a learning disability! Jamie Oliver Steven Spielburg Kiera Knightly Orlando Bloom People who’s abilities lead to success and significance!

Receive new information Organize and store the information Retrieve information from its storage Communicate the retrieved information to others Based on the different way that a person with a learning disability processes information, some, or all of these steps, can be challenged. The brain is like a filing cabinet! Filing information & learning involve similar steps. Metaphor By Todd Cunningham 80% of individuals with a learning disability struggle with 1 st step - receiving information (decoding symbols)

Dysgraphia Dyslexia Dyscalculia Dyspraxia Difficulties with Reading/Spelling Hand writing Difficulties Difficulties with Math/Numbers Fine Motor Skills (Clumsy but cleaver) Non-verbal Memory/ Organization

Language Slow development in speaking words or sentences Pronunciation problems Difficulty learning new words Difficulty rhyming words Difficulty following simple directions Difficulty understanding questions Difficulty expressing wants and desires Lack of interest in story telling Motor Skills Clumsiness Poor balance Difficulty manipulating small objects Awkwardness with running, jumping, or climbing Trouble learning to tie shoes, button shirts, or perform other self-help activities Avoidance of drawing or tracing Attention High distractibility Impulsive behavior Unusual restlessness (hyperactivity) Difficulty staying on task Difficulty changing activities Constant repetition of an idea, inability to move on to a new idea (perseveration) Cognition Trouble memorizing the alphabet or days of the week Poor memory for what should be routine (everyday) procedures Difficulty with cause and effect, sequencing/ counting Difficulty with basic concepts such as size/shape/color Social Behavior Trouble interacting with others, playing alone Prone to sudden and extreme mood changes Easily frustrated Hard to manage, may have temper tantrums Any child may occasionally exhibit these behaviors in the course of normal development but for children with learning disabilities they become the constant barriers to learning. EARLY WARNING SIGNS

Potential for Achievement Actual Achievement GAP

Talking is natural – Reading is not natural. Learning is sequential, where the ultimate reading skill, reading with metacognition requires a great deal of practice.

Director James Redford Featuring accounts by students, experts and iconic leaders. Monday, October 29 th 7:00 p.m.